Sentences with phrase «lot of working with students»

Not exact matches

It's us being able to work with many more teachers and, frankly, they're able to do a lot of the heavy lifting around mindset, meta cognition, getting students into it, and we provide the tools.

For example, the cluster worked with students still in graduate school, who needed a lot of handholding to turn their ideas into businesses — everything from learning how to pitch investors to building their first websites.

«And then with that was popular Marxism, in the»30s when I was a student, which made churches and an awful lot of learning look as if it were class - oriented and the work of the elites.

Knight may have won a lot of basketball games, but he was a bully and temperamentally unfit to work with student - athletes.

Students who fall behind or miss school can use up a lot of a teacher's classroom time getting make - up lessons or in class help with their work.

I'm a grad student in Science and Technology studies so I think a lot about this stuff and actually struggle myself with how to be critical of science (part of my work) while taking it seriously.

Tough, who is on a national book tour, said he thinks there's a lot of excitement among teachers and parents around such ideas, and that for many teachers, developing these «noncognitive skills,» as Heckman calls them, are a natural part of their work with students.

Currently, I work for the Orange County Department of Education, and train preschool transitional kindergarten and kindergarten at first grade teachers, and strategies that help students acquire the curriculum, and I do a lot of work with parents, looking at what do you need to know to help your child best and make sure your child is making the progress they need to make in school.

NOTE: this advice only works if you genuinely love teaching and / or want to become a better communicator, and truly care about the student enjoying and retaining the material you share with them, as it could take a lot of effort and adjustments in the way you run your classroom.

Among those already using the program with his students is Gerald Smith, who teaches conceptual physics and advanced chemistry at Bishop McNamara High School in Washington and plans to attend the march.Students who completed the print - out activity sheet illustrated how headphones work through physics — among the examples Smith intends to post to Twitter after spring break, the week after the March for Science «The kids definitely like to probe their brains a lot in terms of seeing science in real life, not just something far - reaching for geniuses to dobut as something that we exist in every day,» said Smith.

«I've worked with a lot of students that I know are smarter than I am.

«When you work with smart and curious graduate and undergraduate students like those here,» he says, «lots of cool things can happen.»

After two postdocs — 2.5 years working in the lab and with students — and a lot of self - assessment, informational interviewing, and occupational research, I found myself moving again.

«A lot of the privately educated students are incredibly articulate, and they are able to speak about their discipline... with what seems to be like supreme confidence,» Reay says, noting that it takes a while for working - class students «to recognize that supreme confidence isn't the same as ability.»

«What's been so helpful about working with Girls Inc. is that the students get a lot of individual attention and we are able to work closely with each girl to find out what she's thinking and which phenomena seem convincing to her,» Roseman said.

I devote a lot of energy to developing computer infrastructures that can allow large numbers of students to work independently with biological data.

At KIPP Empower, a blended - learning school in Los Angeles that turned eyes with its 991 API (out of a possible 1000), the school uses blended learning to allow students to work in small groups of no more than 10 students at a time with the teacher so that students have lots of opportunities to engage and interact.

At UTC Swindon we are finding that there is a lot of interest from companies in the digital sector who are keen to work with students to help open their eyes to the opportunities in the digital space and want to partner with us to achieve this.

A GCSE resource, a 39 page booklet designed to give students lots of practice in translation skills and writing tasks, with detailed feedback forms on each task, and opportunities to redraft work.

This resource includes: 33 slide PowerPoint (this is also REALLY useful if given to students for revision, deleting instruction slides) 9 page work booklet for students to complete with lots of activities Quiz on Von Neumann Architecture Answers to the quiz Test on system architecture (40 marks) to assess progress in this unit Test mark scheme A 16 page revision booklet for students (this is the adapted lesson PowerPoint without instructions etc.) These resources have been mapped against GCSE OCR Computer Science (J276), Computer Systems Unit (J276 / 01) 1.1 System Architecture, though are useful for anyone teaching the following topics in Computer Science (any spec!)

Works best with lots of the slides printed and scattered around the student's tables.

«And that observational tool was something we developed from our work around ASOT using a lot of the teacher - level and student - level analysis and all the language that's associated with that.»

There's a lot of authentic work that doesn't make for good assessment because it's so messy and squishy and it involves so many different people and so many variables that you can't say with any certainty, «Well, what did that individual student know about those particular objectives in this complex project that occurred over a month?»

«The future is all about robotics with students having to code... a lot of the coding will help them with other subjects as well because of the computational thinking, because of the risk taking, because of the fact that they have to problem solve and work in teams, like they have to do in other subjects.

The reason we've done a lot of work with states in developing their accountability systems is to be sure there's a transparent way to report information that people understand and can use to improve student outcomes.

Worksheet with AQA type of questions on work for students who needed quite a lot of reinforcement.

«Our hope is to inform a lot of people in the Harvard community, who may be interested in this topic, or for personal reasons, such as knowing family or friends who may have experienced a brain injury or even those working in medical or educational fields that may work with brain development or brain health or social services in the community,» says Nancy Meserve, the club's cofounder and a current student in the Mind, Brain, and Education Program.

A simple review pwpt with some review sheets on the topic content then with lots of questions to test the students understanding Pwpt 1 is staff copy with answers embedded, pwpt 2 is student version with no answers IS split into Hess cycle work and then Enthalpy change work.

I've posted lots of career interviews at my website to use with your students and just posted a food flavorist and art restorer (who did recently work on a Van Gogh).

That work ethic is coupled with a lot of love and caring from the staff, he explains, which motivates students.

Perfect for students that need extra reinforcement with a particular skill or for low ability students that need lots of repetition.There is space for students to show their working.

And, for older children, we are working a lot with data from the Tripod Project [now based at Tripod Education Partners, Inc.], which I founded more than a decade ago to help school leaders understand what students of different racial, ethnic, and social class backgrounds experience at the classroom level.

Continuing my elaborate plan to take CS50x, the introductory computer programming MOOC from Harvard, and to share what I'm learning about quality online course design from the student perspective, this week began some real programming, complete with cryptic coding commands, and lots of time spent staring and / or cursing at the computer screen while trying to figure out exactly why the program wasn't working.

The challenge was to ensure rural schools had supplies, while making things easier for the teachers who are tasked with delivering multiple subjects and family education (lots of the students are living with grandparents because their parents are working in remote cities).

«A poem provides an opportunity for a lot of complex, analytic work that you can do with your students on the spot,» says New, who teaches courses across Harvard University.

One thing I've learned as I work with schools across the country is that there are a lot of different definitions collaborative teams are using for common formative assessments, and what these teams think common formative assessments are influences how they write and use these assessments with their students.

I've been working a lot lately with educators in developing curricular units of study and the corresponding assessments while talking about the learning skills necessary for students to experience success.

WTTW in Chicago takes a look at Intrinsic Schools, a Chicago charter school that uses blended learning and puts lots of students in one big pod, a large classroom with flexible furniture that a teacher can reorganize to create spaces for independent work, collaboration, instruction, and 1 - on - 1 time with teachers.

Working in tandem with flexible, personalized learning spaces, creating flexible, personalized schedules that are more fluid and allow students to learn through many modalities, at their own pace, and with lots of opportunities for support, requires a new approach to organizing time.

The idea here is to let teachers get into each other's classrooms to see innovation happening, and the goal There is lots written about looking and student work and instructional rounds, and we can share resources with you, but the main ideas here is that we need to help teams that are engaged in new practices figure out how to make sense of them.

School director Barbara McKeon said, «A lot of what we do is work to regain trust with our students and let them know we won't fail them.

Ms. Lewis shared a deeply personal example of why student - teacher relationships are so important, arguing that emotional intelligence, the ability of an educator to support a student who faces anxiety, anger, and frustration, is a critical piece a lot of schools miss when working with their students.

With the theoretical premise of OTES (besides labeling teachers) being to improve student learning by helping teachers to improve their individual practices, the mandated inclusion of measures that contain absolutely ZERO connection to the majority of teachers» actual work make the results even more meaningless (and that's truly saying a lot).

We have a LOT of work to do with our students; and, of course, we need to communicate that urgency.

For example, Manzanilla's partnerships with the teacher education programs and two local school reform networks meant that staff had to take on a lot of additional work: supervising student teachers, attending network meetings, hosting visitors, presenting at conferences, and completing assessments their network partners needed for their own accountability reports.

As ERS reports, it takes a lot of work and resources — including people, time, and money — to build a system that truly enables teachers to connect their ongoing professional learning and their daily work with students in the classroom.

Stations have lots of benefits, one of the biggest being that while the majority of the class is engaged in predesigned work, teachers can meet with individual students or small groups that need targeted support

«There's a lot more people involved in the conversation [about students], and that's huge,» said Melissa Doll, who works with middle school students deemed at risk of failing academically.

We, as educators, have a lot on our plates, both in and outside of school, so we need to approach effective instruction with a purpose — to work smarter for ourselves and for our students.

Response Yes, we learned a lot about dealing with cultural and linguistic diversity because most of the programs we covered in MAKING SCHOOLS WORK confront that kind of student demographics.